Will lead 4–5 sections of a daily math intervention class designed to complement students’ grade-level math (Algebra I, Geometry, or Algebra II). Students will be concurrently enrolled in their core math class and this additional course, where they will receive targeted support in foundational skills, conceptual understanding, and academic math language. Use Amplify Desmos curriculum supplemented as needed by teacher-created curriculum.
Preferred Qualifications
Bachelor’s degree in Mathematics, Education, or a related field (Master’s preferred)
Valid New Mexico secondary teaching license in Mathematics (or ability to obtain)
Experience teaching secondary math, including Algebra I, Geometry, and/or Algebra II
Experience supporting students with unfinished learning or in intervention settings
Demonstrated success working with English Learners and multilingual students
Knowledge of sheltered instruction strategies (e.g., SIOP or similar frameworks)
Familiarity with MLSS (Multi-Layered Systems of Support) or similar frameworks
Strong collaboration and communication skills
Key Competencies
Ability to break down complex math concepts into accessible steps
Skill in identifying misconceptions and addressing unfinished learning
Strong understanding of how language impacts math learning
Ability to intentionally develop students’ academic vocabulary and discourse
Patience, flexibility, and a belief in student growth and potential
Relationship-building skills, especially with students who may feel discouraged about math
Key Responsibilities (subject to change due to student needs driven by data)
Teach 4–5 sections of a math intervention course aligned to students’ grade-level math classes:
9th grade (paired with Algebra I)
10th grade (paired with Geometry)
11th grade (paired with Algebra II)
Assess and identify gaps in foundational math skills, including:
Number sense and operations
Ratios and proportional reasoning
Algebraic thinking
Conceptual understanding of functions and relationships
Design and deliver targeted, scaffolded instruction that:
Builds foundational skills while reinforcing current grade-level content
Uses multiple representations (visual, symbolic, verbal)
Connects prior knowledge to new learning
Explicitly teach and reinforce academic math vocabulary, including:
Implement strategies that support English Learners, such as:
Sentence frames and language objectives
Visual supports and modeling
Opportunities for collaborative learning and discussion
Intentional integration of language development with math instruction
Collaborate with grade-level math teachers to:
Align instruction and pacing
Pre-teach and re-teach key concepts
Monitor and support shared students
Use data (formative assessments, grades, and student work) to:
Foster a classroom culture that builds confidence, persistence, and a positive math identity
